도덕심리학의 전통과 새로운 동향 > 심리학

도덕심리학은 도덕이 한 인간의 내면에 형성되는 과정을 중심으로 그것이 어떻게 발달하는가에 관심을 갖는, 비교적 최근에 독립한 학문분야이다. 이 도덕심리학은 심리학의 한 분야이기도 하지만, 그때 도덕이 무엇인지를 문제 삼아야만 한다는 점에서 윤리학과도 긴밀하게 연결되어 있는 학문이다.
우리 한국도덕윤리과교육학회 구성원들은 2016년 연차학술대회를 도덕심리학의 새로운 동향을 주체적인 시각으로 점검해보는 장으로 만들어보자는 데 마음을 모았다. 이러한 동향을 앞서서 쫓아가고 있는 신진 연구자들과 도덕심리학에 지속적인 관심을 보여 온 중진 연구자들이 함께 참여함으로써 도덕과교육(道德科敎育)의 바른 전승과 변화를 동시에 추구하고자 했다.
그러면서 또 하나 중심에 두고자 한 것은 도덕심리학의 동양적 전통에 대한 유의이다. 현대적 의미의 도덕심리학은 주로 20세기 이후에 등장한 것이지만, 인간의 본성에 선함이 내재해 있다는 맹자의 생각이나 모든 인간에게 불성(佛性)이 있다는 불교의 관점은 그 자체로 전통적 의미의 도덕심리학에 속한다. 특히 동양 전통은 이런 전제를 수양(修養) 또는 수행(修行)을 통해 삶 속에서 구현할 수 있을 때라야 온전한 인간이 될 수 있다는 교육적 맥락을 강하게 지니고 있다는 점에서 도덕심리학과 도덕교육 사이의 깊은 연관성에 주목한 전통이라는 해석이 가능하다.

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제1부 도덕심리학의 새로운 동향
제1장 도덕심리학의 새로운 동향과 도덕교육······································13
1. 서론 ············································································13
2. 이전의 도덕심리학 연구 개관 ················································15
3. 최근의 도덕심리학 연구 동향 ················································31
4. 도덕교육의 방향과 과제 ·······················································50
5. 결론 ············································································54
∙ 참고문헌 ·········································································57

제2장 조너선 하이트(J. Haidt) 도덕심리이론의 도덕교육적 이해···············61
1. 서론 ············································································61
2. 도덕심리학의 세 원칙에 대한 비판적 검토 ···································63
3. 하이트 도덕심리이론의 도덕교육적 기여와 한계 ·····························68
4. 맺음말: 하이트 도덕심리이론의 한계를 넘어 ·································74
∙ 참고문헌 ·········································································77

제3장 D. 나바이스의 도덕교육·······················································81
1. 서론 ············································································81
2. 4-구성요소 모형의 개발 ······················································84
3. 인격교육과 4-구성요소 ·······················································95
4. 삼층윤리이론과 마음챙김 도덕교육 ··········································110
5. 후생유전학과 발달윤리생태적 실천 ··········································128
6. 결론 ···········································································140
∙ 참고문헌 ·······································································145

제4장 도덕에 관한 신경과학의 연구와 도덕교육··································151
1. 서론 ···········································································151
2. 신경윤리학의 등장과 두 흐름 ················································153
3. 몸과 마음에 관한 신경과학의 접근 ··········································157
4. 트롤리론과 이중처리 도덕심리학 ············································164
5. 신경윤리학 연구의 도덕교육적 의의와 과제 ·································172
6. 결론 ···········································································178
∙ 참고문헌 ·······································································182

제5장 아리스토텔레스 도덕심리학의 도덕발달론적 관점의 이해···············187
1. 서론 ···········································································187
2. 아리스토텔레스의 도덕심리학 ···············································189
3. 아리스토텔레스의 덕윤리에 대한 상황주의자들의 비판과 그 대응 ··········192
4. 아크라시아(의지의 나약)와 무지에 대한 소크라테스와 아리스토텔레스의 관점···· 195
5. 아리스토텔레스의 덕의 발달 ·················································197
6. 결론을 대신하여: 덕의 발달적 관점이 주는 함의 ···························206
∙ 참고문헌 ·······································································209

제6장 긍정심리학의 쟁점과 도덕교육적 함의······································211
1. 서론 ···········································································211
2. 긍정심리학에서의 행복과 인성강점 ··········································213
3. 긍정심리학에 대한 비판과 대응 ·············································222
4. 긍정심리학의 도덕교육에의 시사점: 인성과 행복에 대한 과학적 연구·········233
5. 결론 ···········································································241
∙ 참고문헌 ·······································································243

제2부 도덕심리학의 동양적 전통과 해석
제1장 도덕심리학의 유학적 해석 1: 선진 유교, 주자학·························249
1. 주제와 연구 방법 ·····························································249
2. 연구 현황 및 동향 ···························································252
3. 또 다른 가능성 ·······························································258
4. 도덕심리학의 연구 과제 ····················································281
∙ 참고문헌 ·······································································286

제2장 도덕 심리학의 유학적 해석 2: 양명학······································289
1. 서론 ···········································································289
2. 직관주의의 관점을 통해 본 정제두의 양지 ··································291
3. 사회적 직관주의에 대한 정제두 양지의 시사점 ·····························303
4. 결론 ···········································································320
∙ 참고문헌 ·······································································322

제3장 자연화된 불교와 도덕심리학················································325
1. 머리말 ·········································································325
2. 최소한의 심리적 실재론과 철학적 심리학 ···································327
3. 불교의 철학적 심리학과 자연화된 불교 ·····································333
4. 자연화된 불교의 도덕 심리학적 의의-도덕적 동기 및 동기화 문제를 중심으로·······345
5. 결론 ···········································································350
∙ 참고문헌 ·······································································352

제4장 초기불교에서 마음의 구조와 붓다의 정서교육·····························353
1. 머리말: 정서교육담론과 불교적 대안 ········································353
2. 초기불교에서 삶의 목적과 마음의 구조 ·····································357
3. 붓다 정서교육의 목표와 내용 ················································362
4. 붓다 정서교육의 방법과 효과 ················································367
5. 붓다 정서교육의 도덕교육적 의미 ···········································376
6. 맺음말 ········································································382
∙ 참고문헌 ·······································································384

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